What could key competencies look like? Some indicators:
Students are likely to
take an active role in decisions about the content, process, and assessment of learning
take an active role in learning
wait less, and learn more
be interested in their learning
feel empowered to make suggestions
ask questions of themselves, the teacher, and others
The teacher is likely to
notice, recognise, and respond to learners - which may necessitate adapting plans in the teaching moment
give quality feedback and feed-forward that relate to the learning areas as well as the key competencies
alter and adapt plans in response to learners
revisit learning plans with students
show themselves as learners
do things they’ve never done before
Content, topics or foci are likely to
be (or become) interesting to students
draw on authentic contexts – related to things that are happening in the local and global community
relate to students’ existing knowledge and experience
broaden students' competencies
Resources are likely to
come from a range of sources - local, national, global
draw on diverse perspectives
include a range of media
be sourced not only by teachers, but also by students, parents, community members, and others
Activities are likely to
take students into real, authentic contexts
be flexible and adaptable
be dynamic – activities that lead to and generate other activities unforeseen
be for both individuals and groups
be purposeful and worthwhile
be aligned to important outcomes
The classroom culture is likely to
focus on learning
embrace flexibility
feel like a place where students have a say
encourage questions, contributions, suggestions, learning from mistakes and successes
enable risk taking
Language is likely to
reflect curriculum and school values
invite students to initiate learning
call for students' suggestions
focus attention on content together with the language of the competencies - thinking / relating to others / using language symbols and texts / managing self / participating and contributing
What could key competencies look like? Some indicators:
Students are likely to- take an active role in decisions about the content, process, and assessment of learning
- take an active role in learning
- wait less, and learn more
- be interested in their learning
- feel empowered to make suggestions
- ask questions of themselves, the teacher, and others
The teacher is likely to- notice, recognise, and respond to learners - which may necessitate adapting plans in the teaching moment
- give quality feedback and feed-forward that relate to the learning areas as well as the key competencies
- alter and adapt plans in response to learners
- revisit learning plans with students
- show themselves as learners
- do things they’ve never done before
Content, topics or foci are likely to- be (or become) interesting to students
- draw on authentic contexts – related to things that are happening in the local and global community
- relate to students’ existing knowledge and experience
- broaden students' competencies
Resources are likely to- come from a range of sources - local, national, global
- draw on diverse perspectives
- include a range of media
- be sourced not only by teachers, but also by students, parents, community members, and others
Activities are likely to- take students into real, authentic contexts
- be flexible and adaptable
- be dynamic – activities that lead to and generate other activities unforeseen
- be for both individuals and groups
- be purposeful and worthwhile
- be aligned to important outcomes
The classroom culture is likely to- focus on learning
- embrace flexibility
- feel like a place where students have a say
- encourage questions, contributions, suggestions, learning from mistakes and successes
- enable risk taking
Language is likely toPrinciples that underpin the key competencies